Video-Based Feedback for Collaborative Reflection among Mentors, University Tutors and Students
Using video technology to support individual and collaborative reflection in pre-service teacher education is an increasingly common practice. This paper explores the type of teaching practice challenges identified by the pre-service teachers and the feedback provided during analysis by school mento...
| Autores: | , , , |
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| Tipo de documento: | artigo |
| Data de publicação: | 2023 |
| País: | España |
| Recursos: | Universitat Ramon Llull (URL) |
| Repositório: | DAU Arxiu Digital de la Universitat Ramon Llull |
| OAI Identifier: | oai:dau.url.edu:20.500.14342/4778 |
| Acesso em linha: | http://hdl.handle.net/20.500.14342/4778 https://doi.org/10.3390/educsci13090879 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Professors -- Formació Mentoria en l'ensenyament Vídeo en l'ensenyament |
| Resumo: | Using video technology to support individual and collaborative reflection in pre-service teacher education is an increasingly common practice. This paper explores the type of teaching practice challenges identified by the pre-service teachers and the feedback provided during analysis by school mentors and university tutors through the use of the VEO app to supervise a teaching practicum. Student teachers selected and uploaded a short clip of their dissatisfied interventions during the practicum to the app. Each student analyzed their clip and received online feedback from their school mentor and university tutor. The objectives were to analyze the challenges in the chosen video clips, identify which mentoring feedback episodes occurred, characterize them according to their feedback strategies and analyze differences between school mentors’ and university tutors’ feedback. We conducted a descriptive and exploratory study with a sample of 12 pre-service teachers, their school mentors and their university tutors. Pre-service teachers identified communication and the learning climate as frequent challenges. University tutors used more emotional feedback strategies and a greater range of task assistance feedback than school mentors. Three types of feedback episodes were identified (complementary, collaboration and school mentor-centered episodes). Implications in teacher learning and mentoring programs were discussed. |
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